Taba Model of Curriculum Development

1. The Taba Model: Grass Root
Rationale
Dr. V. Singh
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2. Hilda Taba Model
• Hilda Taba , was the colleague of Tyler and has boosted his
belief.
• She wrote her book on curriculum development,
Curriculum Development: Theory and Practice(1962).-
there was a definite order to creating the curriculum.
• She believed that those who teach the curriculum, the
teachers, should participate in developing it.
• Her approach is also called as grass-roots approach. Her
approach was similar to Tyler’s in terms of being TS and
Systematic.
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3. Hilda Taba Model
• Tyler’s model was a top down approach , or what some have called the
administrative or line staff model. Ideas from curriculum experts have
been frequently given to teachers to develop , and then administrators
supervised the teachers to ensure that the ideas were implemented.
• Taba felt that the administrative model was really in the wrong order. The
curriculum should be designed by the users of the program.
• Teachers should begin the process by creating specific teaching- learning
units for their students.
• She advocated that teachers take an inductive approach to curriculum
development – starting with specifics and building to a general design. As
opposed to the more traditional deductive approach- starting with the
general design and working towards the specifics.
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5. Hilda Taba Model
• Taba noted seven major steps to her
grass-roots model in which the
teachers would have major inputs:
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6. 1. Diagnosis of needs
The teacher(curriculum designer) starts
the process by identifying the needs of
the students for whom the curriculum is
to be planned.
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7. 2. Formulation of Objectives
After the teacher has identified needs that
require attention, he or she specifies
objectives to be accomplished.
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8. 3. Selection of content
The objectives selected or created suggest
the subject matter or content of the
curriculum. Not only should objectives
and content match, but also the validity
and significance of the content chosen
needs to be determined.
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9. 4. Organization of the content
A teacher cannot just select content, but
must organize it in some type of
sequence, taking into consideration the
maturity of the learners, their academic
achievement and their interests.
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10. 5. Selection of Learning Experiences
Content must be presented to pupils and
pupils must engage the content. At this
point, the teacher selects instructional
methods that will involve the students
with the content.
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11. 6. Organisation of learning activities
• Just as content must be sequenced and
organised , so must the learning activities.
Often the sequence of the learning activities
is determined by the content. But the teacher
needs to keep in mind the particular
students whom he or she will be teaching.
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12. 7. Evaluation and means of Evaluation
The curriculum planner must determine
just what objectives have been
accomplished. Evaluation procedures
need to be considered by the students
and teachers.
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